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This study aims to delve into the evolution, trends and implications of scientific production related to service learning (SL) and community engagement for sustainability in higher education institutions (HEIs). Because HEIs play a crucial role in achieving the sustainable development goals (SDGs), experiential learning approaches are needed to actively involve students in sustainable development.

In total, 869 publications from Web of Science and Scopus databases were analysed using a bibliometric approach that included performance analysis and science mapping. Subsequently, a systematic literature review was conducted on 118 publications, focusing on their contribution to SDGs and alignment with United Nations Educational Scientific and Cultural Organisation’s fields of expertise.

The findings reveal two significant trends: a substantial shift from curriculum development (2000–2010) to education for sustainable development (2011–2022), and the effectiveness of experiential learning teaching approaches, such as the integration of SL with community engagement and the use of innovative research methods in promoting the acquisition of sustainable development competencies. Additionally, community-based research, participatory action research and capacity development emerged as the primary topics.

While this research is based on publications from two prominent databases, it may not include significant studies published in other databases.

These findings suggest that stakeholders should incorporate experiential learning activities and innovative research approaches to enhance education in, for and from sustainability.

This study offers a fresh perspective on the intellectual framework of experiential learning teaching approaches concerning sustainability in HEIs.

This program evaluation aimed to investigate the benefits and challenges of an international, intercultural, e-community-engagement experience involving youth and higher education students. The authors sought to understand the meaning that participants would make of an international, intercultural, e-community-engagement experience.

The program evaluation component of this project was qualitative, participatory and action-oriented. It was composed of online reflection sessions with small, international groups of higher education students from Iraq, India, Morocco, South Africa and the USA immediately following each of five interactive exchange sessions with youth from South Africa. It also included one culminating reflection session to which all of the higher education student participants were invited and a written questionnaire that was completed by the youth participants at the conclusion of the project. The reflection sessions were recorded and transcribed. Transcripts and survey data were reviewed for emergent themes.

Cultural exposure emerged as the primary theme with participants valuing the opportunity to learn about different cultures and to connect with individuals from across the globe.

This program evaluation was not designed as a generalizable study. This pilot initiative provides evidence of the potential value and importance of international, intercultural e-community-engagement experiences for youth and higher education students.

The potential value of technology to build exchange opportunities for young people is immense and largely untapped. International, intercultural e-community-engagement initiatives can be made available to students globally with relatively limited resources. A highly structured and focused plan provides clarity about expectations and requirements for students. A high level of commitment is required by all participants, including the faculty coordinators.

Although the project was brief, exposure to numerous countries and cultures allowed participants to challenge their assumptions about different peoples and places in the world. The potential benefits for greater compassion and understanding of communities and cultures in an international context are high.

This program evaluation contributes to and extends the literature on the possibilities and challenges of international e-community-engagement; it demonstrates the potential for e-community-engagement across multiple countries to broaden students' exposure to and interest in global perspectives.

While supporting entrepreneurship through government intervention has become a global phenomenon, the OECD (2021) has identified that several communities (including women, youth, seniors, unemployed and immigrants) remain under-represented in terms of entrepreneurial activity. Inclusive entrepreneurship policies seek to enhance economic and social inclusion and emphasise the significant contribution that people from within these communities could make to local and regional development if appropriate support was offered. The purpose of this study is to examine how higher education institutions (HEIs) can co-create inclusive entrepreneurial training initiatives with local communities that support economic and social inclusion.

This in-depth qualitative study draws on the experiences of multiple stakeholders to highlight how an HEI can enhance entrepreneurial activity within under-represented and disadvantaged communities through its community engagement initiatives. The research was conducted through a revelatory case study of an Irish HEI that is newly constituted and is developing an inner-city campus with a focus on community benefit. Rich qualitative data were collected through semi-structured interviews and participant observation of an HEI community engagement initiative with disadvantaged communities. Thematic analysis methods were used in the processes of generating codes, categories and themes leading to the findings of this study.

The study identified that broadening the interpretation of entrepreneurial activity to value creation and developing enterprising behaviour has significant relevance for disadvantaged communities. These communities may not have the capacity to start a business yet might benefit from the personal development aspects of entrepreneurial education. Moreover, findings indicate how HEIs are uniquely positioned to develop inclusive entrepreneurial education initiatives to redress social inequalities in their regions.

As an original contribution to knowledge, this paper extends traditional education frameworks to identify individual, collective and system-level considerations in the design and development of inclusive entrepreneurial education initiatives. This study contributes an evidence-based framework to guide HEIs and their regional partners in the future development of inclusive, tailored support through entrepreneurial education.

Initiating a practical model for embedding transformative learning in education that will promote sustainable development is a challenge for higher education. Siam University decided to assign a task force with the mission to work with communities in order to propose guidelines of learning for sustainability (LfS) based on real-life experiences. Selected communities which have agreed to be the community living labs for teaching and learning activities of the university were chosen based on the Bray and Thomas’ Cube Model. There are differences in sizes (number of members), locations (urban, suburban), and histories (old settlement with long history and rich culture and the newly settlement communities consisting of migrated members). Community-based participatory research (CBPR) was applied in the study. The initial model was developed from the synthesis of experiential work with communities in sustainability-related projects. After revision, the “Learning for Sustainability Action Model” was proposed. Success factors in implementing the model were also suggested.

This study aims to assess the status of sustainable performance, given the significance of indoor air quality related to health and the environment. This research focus on the current status of indoor air quality management in these universities and simplifies its relevance and criticality in safeguarding the well-being of the academic community and the environment.

This study used the Unit-based Sustainability Assessment Tool (USAT) as a comprehensive instrument to assess sustainability performance across various modules: Operations Management, Research, Education and Social/Community. In-depth interviews were conducted across the 11 public universities in Thailand to gain a comprehensive understanding of the current practices, challenges and initiatives related to indoor air quality and sustainability management. The approach provides a foundation for future research to identify causal factors and potential solutions for the observed indoor air quality management gaps.

The research outcomes underscore the outstanding efforts in academic research, with many institutions showcasing advanced measures and a solid dedication to mitigating air pollution. However, there is a noticeable disparity in the practical management of indoor air quality, with many universities presenting unsatisfactory conditions for professors, academic staff and students.

Recognizing that proficient indoor air quality (IAQ) management strengthens the practical and scholarly intersection, this document highlights a crucial alignment with the Sustainable Development Goals (SDGs) and health implications. It advocates for carefully implementing pragmatic IAQ strategies within academic institutions, guiding the pathway towards sustainable, health-conscious environments.

This research addressed indoor air quality (IAQ) within universities. The document intertwines health implications and Sustainable Development Goals (SDGs), revealing a significant gap between academic research and practical IAQ management. While universities are committed to sustainability and community engagement, inconsistencies in IAQ management practices impact staff and student well-being and productivity. This exploration underscores the universal applicability of IAQ management strategies, driving educational institutions towards cultivating healthier, sustainable indoor environments globally.

This research introduces a new approach integrating air quality assessment and sustainability management in Thai universities. It aims to bridge the gap between environmental health and education. The Unit-based Sustainability Assessment Tool is developed as a part of this research, which provides new insights into improving indoor environments. This tool is fundamental for health and learning. The significance of this research lies in guiding policy and campus management towards sustainable, health-promoting practices, thereby adding value to the discourse on educational sustainability. This work can pave the way for enhanced well-being in academic settings, marking a significant step forward in sustainable educational practices.

Social innovation is a nascent field. Within research on social innovation, the context of higher education has largely been ignored. To better understand social innovation, it is important to explore factors that facilitate social innovation in universities’ context. There is little research on enablers of social innovation in universities and the impacts of social innovation. Therefore, the purpose of this study is to understand the enablers of social innovation in the Saudi Arabian context. Moreover, the impacts of social innovation projects are also explored.

A qualitative approach was used to carry out this study. Data were collected through semistructured interviews, and content analysis was performed.

Data revealed that institutional commitment, mission, active collaborations, curriculum, support, training, community university engagement offices, university social impact offices and reward and evaluation were among critical enablers. The impact of social innovation in terms of social, institutional, economic and community specific was also reported.

Research on the enablers and outcomes of social innovation in the higher education context is limited. This study adds to the innovation literature by investigating what processes and factors (enablers) can help universities to engage in social innovation initiatives and what are the outcomes (impact) of engaging in social innovation. Findings of the study have important policy implications.

Student engagement is a multifaceted concept that encompasses various dimensions that significantly influence students and their learning journey. This study aims to explore the extent of engagement among management students outside the confines of the classroom, specifically focusing on their engagement with the campus and community and assessing the outcomes resulting from this engagement.

The literature review provided the basis for developing a student engagement framework, focusing on campus and community engagement and their outcomes. Established scales measured these variables through surveys administered to 386 UG and PG management students. In-depth analysis using PLS-SEM technique revealed the interplay of variables, beyond demographic and descriptive examinations.

The study found that campus and community engagement fosters a sense of responsibility. Campus engagement also cultivates long-term loyalty to the institution, while community engagement enhances social consciousness. Additionally, no significant differences in engagement levels were observed based on gender or educational level among management students.

The study faces limitations that need addressing for balanced understanding and future research guidance. Firstly, varying definitions across studies lead to inconsistent outcomes and comparability challenges. Secondly, accurate measurement is difficult due to reliance on self-reporting tools, which are prone to biases. Cultural and contextual differences also limit generalizability, and quantitative data alone may not capture the full picture. In India, identifying specific skills and competencies as engagement outcomes in outcome-based education is challenging, requiring precise variable identification.

The study would contribute to improving the efficacy of efforts beyond the classroom engagement activities as it tests, validates, and projects them as outcome-driven by showcasing learning both as generic competencies in a broad sense and higher-order competencies in particular.

The literature indicates higher education institutes' activities beyond classroom teaching enhance students' campus and community relationships. This study measures these engagements' outcomes and suggests new research dimensions in student engagement.

This study examined the influence of university corporate social responsibility (University CSR) on university corporate brand legitimacy through the lens of university brand trust.

The study utilized a cross-sectional research design with a quantitative approach to gather data from a sample of 398 university students. The collected data were analyzed using structural equation modeling.

The findings of the study suggest that University CSR has a significant influence on the legitimacy of a university's corporate brand. Moreover, the study identified the mediating role of university brand trust in the proposed relationship.

The study was conducted in the context of higher education in Tanzania. As a result, the generalizability of the findings to other contexts that significantly differ from Tanzania, a developing country, may be limited.

The study recommends that the management of higher education institutions in developing countries should include CSR practices in the strategic plans of universities. Additionally, faculty members should be empowered to play a significant role as initiators and implementers of CSR programs.

This study is one of the few attempts to examine the interplay between university CSR, corporate brand trust and university corporate brand legitimacy. The study contributes to the state of knowledge in the education sector by highlighting the role of university CSR in building social acceptance, which is a crucial pillar in empowering universities to play a role in social and economic development.

Intellectual capital (IC) is an increasingly important strategic asset for sustainable value creation in organisations. This paper aims to provide a conceptual perspective on the university’s role as a catalyst for IC creation and development within the dynamic landscape of organisations, exploring the nexus to capture its essence.

Adopting a conceptual framework development approach, key concepts were cohesively and coherently synthesised from various theoretical underpinnings, namely, the multiple capitals approach to maximising corporate value creation, the evolved triple bottom line approach to corporate sustainability, the triple helix innovation model and its subsequent extensions, the upper echelons theory and the social licence construct linked to stakeholder, legitimacy and institutional theories.

A comprehensive conceptual framework was developed that outlines universities’ role in catalysing four corporate IC forms crucial to sustainable organisational value creation: human capital, governance capital, social/relational capital and structural/organisational capital. The framework interprets this role of universities as dynamic IC reservoirs serving regional ecosystems for sustainable development. It highlights the synergistic sustainable value creation between universities and organisations in host communities and broader society, with university governance acting as a key driver.

This paper offers a theoretically grounded interpretation of universities’ pivotal role in catalysing essential forms of IC to support contemporary organisations’ sustainable value-creation processes. The proposed framework has the potential to ignite conversations on the crucial connection between universities and corporate IC development relevant to sustainable organisations, inspiring future empirical research, reflection and discussion.

This study aims to analyze the effectiveness and efficiency of research-based community service programs in Indonesia that used government funds in 2017–2021.

The design of this research is a quantitative research method using a data envelopment analysis to evaluate 370 leading universities in Indonesia. Furthermore, six analytical models were considered to compare effectiveness and efficiency between universities. It involved two resource (budget and staff academic involved), three output (intellectual property, prototype and publication) and three outcome variables (economic impact, social impact and capacity building).

The findings showed that several universities are considered necessary, with great potential to increase output and outcome efficiency in community involvement. The study mapped and divided the position of 370 universities for additional information. The effectiveness aspect provides another perspective in assessing the performance of tertiary institutions in Indonesia and can be an option for evaluating research performance to improve the quality of output.

The authors use data from research and community service management information systems used, both the resources used and the results. Efficiency and effectiveness of 370 universities were compared in this study, including comparing their position on the previous assessment with the assessment of the results of this study. Approach to the concept of Mandl et al. (2008) regarding the relationship between input, output and outcome as the main component of the indicators, the authors apply to analyze efficiency and effectiveness.